Journal of Jewish Education最新文献

{"title":"Abram S. Isaacs, Educating Jews for Character and Continuity","authors":"Carol K. Ingall","doi":"10.1080/15244113.2022.2121669","DOIUrl":"https://doi.org/10.1080/15244113.2022.2121669","url":null,"abstract":"ABSTRACT Abram S. Isaacs (1852–1920), editor, intellectual, university professor, and rabbi, was a moral educator dedicated to making American Jews more knowledgeable and more virtuous. His role model was his father, who founded and taught in the Jewish day school that young Abram attended. While embracing the blessings of American life, Isaacs was deeply troubled by the corrosive American values of individualism and materialism. In the late nineteenth century, as Jewish day schools were no longer an option, Isaacs turned to writing family literature, hoping to substitute the home for the day school as the locus of character education.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“You Have Chosen Us from among All Nations”: The Chosenness Concept in Israeli Ultra-Orthodox School Anthologies","authors":"Oshri Zighelboim","doi":"10.1080/15244113.2022.2146551","DOIUrl":"https://doi.org/10.1080/15244113.2022.2146551","url":null,"abstract":"ABSTRACT This article presents a cognitive semantic investigation into the concept of the “Chosen People” in Israeli ultra-Orthodox anthologies. The article opens with a historical-theological review of chosenness and its distinctly separatist stance. The study, based on the understanding that “nationality” is a multilayered concept, identifies four types of separatism: territorial, ethnic, linguistic, and religious. Three of these are identified in ultra-Orthodox school anthologies (territorial, ethnic, and religious) and are explored in detail with anthology text excerpts. The article also includes a comparison of various education streams in Israel (state, state-religious and ultra-Orthodox) to examine how each addresses and is invested in the concept of chosenness. Finally, the article reveals the commonalities in the perception of victimhood that see the Jewish people as a persecuted and tormented minority throughout history.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48963763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Pedagogical Approach to Teaching Biblical Hebrew in American Day Schools","authors":"Ziva R. Hassenfeld","doi":"10.1080/15244113.2022.2147040","DOIUrl":"https://doi.org/10.1080/15244113.2022.2147040","url":null,"abstract":"ABSTRACT This conceptual paper lays out an approach to teaching biblical Hebrew in American day schools. This paper builds on extant work in the field of Jewish education on teaching biblical Hebrew and offers day school educators a theory of language instruction for teaching biblical Hebrew.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"My Second-Favorite Country: How American Jewish Children Think About Israel","authors":"Jonah Hassenfeld","doi":"10.1080/15244113.2022.2100638","DOIUrl":"https://doi.org/10.1080/15244113.2022.2100638","url":null,"abstract":"","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47926705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Our Youth for the Future","authors":"Jonathan B. Krasner","doi":"10.1080/15244113.2022.2102834","DOIUrl":"https://doi.org/10.1080/15244113.2022.2102834","url":null,"abstract":"Even as successive generations of youth reassure their elders, in the words of The Who's 1965 rock anthem, that “the kids are alright,” the adults remain unconvinced. Whether the young are anticipated as agents of progress or continuity, the stakes could not be higher. Hence the imperative articulated by President Franklin D. Roosevelt in a 1940 address at the University of Pennsylvania: “We cannot always build the future for our youth, but we can build our youth for the future.” Concern about youth as the future societal pacesetters and custodians is also a common thread that runs through the three articles in this issue of the Journal of Jewish Education. Nowhere is this theme more pronounced than in Helena Miller and Alex Pomson's article, “When the Heart is Stilled: Adolescent Jewish lives Interrupted by COVID-19.” The authors present and analyze the findings of a recent study of adolescents attending Jewish secondary schools in the UK. As the title of the article suggests, the study, which was funded by the Pears Foundation and the Wohl Legacy Foundation, was designed to measure the impact of SARS-CoV-2 on the respondents’ “Jewish lives.” While the researchers came into the study interested in documenting the schools’ abilities to respond to the challenges presented by COVID-related restrictions, they soon began wondering whether the cancelation and curtailment of Jewish experiences outside of school, including bar mitzvah celebrations, heritage travel to Israel and Eastern Europe, and youth group activities, might have been even more disruptive to the teens’ solidification of their Jewish identities and sense of collective Jewish belonging. Young people, they found, “have been thrown back on the Jewish resources they found under their own roofs,” with varying outcomes. (p. 2) The study found that the pandemic more negatively impacted teens’ emotional wellbeing and academic plans than their connection to Judaism, the Jewish community, or Israel. Nevertheless, the authors express concern that missed opportunities to attend summer camp and engage in heritage tourism would adversely affect the “Jewish communal ecosystem,” since “the young people for whom these experiences serve as a runway to a life of Jewish activism might find it a lot harder to get off the ground.” (p. 17) Curricular Intellectual Who was Ahead of His Time,” surveys the educational contribution of this former head of the Mercaz HaRav Yeshiva in Jerusalem. Prior to becoming head of this national-religious stronghold, which was founded in 1924 by Abraham Isaac Kook, the first Ashkenazi Chief Rabbi in British Mandatory Palestine, Yisraeli was a communal rabbi JOURNAL OF JEWISH EDUCATION 2022, VOL. 88, NO. 3, 177–179 https://doi.org/10.1080/15244113.2022.2102834","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46212312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Can I Alter the Statement?” – Considering Holocaust Education as a Catalyst for Civic Education in Jewish Day Schools","authors":"M. Katz","doi":"10.1080/15244113.2022.2084476","DOIUrl":"https://doi.org/10.1080/15244113.2022.2084476","url":null,"abstract":"ABSTRACT This study investigates ideas about the messages of the Holocaust understood by middle school students in Jewish day schools. Findings explore the conceptualizations students have of the Holocaust as a particular Jewish experience, and in what ways they apply its lessons both particularly and universally. Students in two North American Jewish day schools participated in a fall 2017 Holocaust education unit. Most were able to connect to the particular history of the Holocaust and to engage with universal messages. Their responses suggest a need and opportunity to frame Holocaust education more explicitly in the context of democratic civic education.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45994837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When the Heart is Stilled: Adolescent Jewish Lives Interrupted by COVID-19","authors":"Helena Miller, Alex Pomson","doi":"10.1080/15244113.2022.2075294","DOIUrl":"https://doi.org/10.1080/15244113.2022.2075294","url":null,"abstract":"ABSTRACT This study explored the effect of the COVID-19 pandemic on the Jewish lives of teenagers in Jewish schools in the UK. We found that young people have been thrown back on the resources they locate under their own roofs. For some, it has resulted in a thin version of Jewish life and a sense of disappointment. For others, the Jewish resources at home have been sufficient. While, generally, the tempo of their public Jewish lives has been disrupted, the Jewish rhythm of their lives at home have continued, if more muted than usual.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44511055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inside Jewish Day Schools: Leadership, Learning, and Community","authors":"Rabbi Judd Kruger Levingston","doi":"10.1080/15244113.2022.2059270","DOIUrl":"https://doi.org/10.1080/15244113.2022.2059270","url":null,"abstract":"of a year as a set of case studies. Pomson and Wertheimer as as each is unique, no is alone and our schools common. Many of our are shared almost universally by other Jewish day school leaders, teachers, students, and families regardless of geography and prescriptions, it beginning of and general studies, people and pivoting, always mindful of","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42082663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Jewish Education in the Encounter","authors":"Sivan Zakai","doi":"10.1080/15244113.2022.2066374","DOIUrl":"https://doi.org/10.1080/15244113.2022.2066374","url":null,"abstract":"For over two years now, Jewish life has been set against the backdrop of the COVID-19 pandemic. Recent conversations in the pages of this journal have explicitly foregrounded the pandemic and its impacts on the evolving Jewish educational landscape. Our contributing authors have highlighted the social isolation experienced by young children (Novick et al., 2021) and young adults alike (Olson, 2021), and they have illuminated the technological and pedagogical tools that educators have used to connect learners to Jewish content and to one another (Aron & Hassenfeld, 2022; Gold et al., 2021). One thread that has tied these conversations together is a common desire for what Joshua Ladon (2021) has called “deep encounters” (p. 366). Educators, as Morey Schwartz has demonstrated, “crave connections among one another and within our learning environments” (2022, p. 37), and students want “to be heard by one another,” as Ziva Hassenfeld and her undergraduate students have shown (Stanhill et al., 2021). The ongoing conversations in this journal have repeatedly situated the power and promise of education as occurring in meaningful “encounter with another” (Buber, 1947/2002). Although not designed as a special issue crafted around a single theme, the articles in this issue of the Journal of Jewish Education all pick up on this thread that education happens in the encounter. The articles in this issue focus on three distinct kinds of educational encounters: encounters among teachers, encounters between learners around Jewish content, and encounters between different Jewish cultures. In our first article, Rebecca Shargel spotlights encounters among English, social studies, and Judaic studies teachers at a K-8 liberal Jewish day school. In “‘Let’s Talk About Justice: English, Social Studies, and Judaic Studies Teachers Deliberate About Justice Across the Middle School Curriculum,” Shargel’s qualitative case study demonstrates the powerful cross-disciplinary connections that teachers, and in turn their students, can make when given frameworks for curricular integration and consistent time for co-planning. Although Shargel outlines both the factors that support and those that constrain curricular integration, her study offers promising visions of the possible and next steps for planning, teaching, and professional development for schools that want to encourage meaningful encounters among teachers with different disciplinary training as a way of enhancing student learning. JOURNAL OF JEWISH EDUCATION 2022, VOL. 88, NO. 2, 101–103 https://doi.org/10.1080/15244113.2022.2066374","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47231820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rabbi Shaul Yisraeli: A Curricular Intellectual Who was Ahead of His Time","authors":"Ari M. Levin","doi":"10.1080/15244113.2022.2054389","DOIUrl":"https://doi.org/10.1080/15244113.2022.2054389","url":null,"abstract":"ABSTRACT Chapters on Jewish Thought (Prakim BeMachshevet Yisrael) by Rabbi Shaul Yisraeli is essentially a curriculum for teaching Jewish thought as a school subject in Jewish religious high schools in the 1940s. Therefore, we choose to analyze the book using curricular research tools. We searched for similarities between the curricular approach presented by Rabbi Yisraeli and approaches for organizing knowledge and material that were first introduced in the 1950s by Tyler, Bloom, Lamm, and others, in order to demonstrate that Rabbi Yisraeli was a curricular intellectual who was ahead of his time.","PeriodicalId":42565,"journal":{"name":"Journal of Jewish Education","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45166226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}